Literacy for Peace and Development

Inclusive Growth Through Literacy

Current Situation in ARMM

The ARMM is the most conflict-affected,

least served poor region with the lowest human

development index

x

x x

x

x

x x

x

x

x

x x

x

x

x

x

Areas of Conflict ARMM Region

x

AREAS OF CONFLICT

IN THE PHILIPPINES

Percentage of people below poverty

0

10

20

30

40

50

60

CARAGA ARMM Region V Region IX Region VIII NationalAverage

2012 Poverty statistics by the

National Statistics

Coordination Board (NSCB)

Human Development Index

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

NCR Region V CARAGA ARMM National Average

2009 Data from the

2012/2013 Philippine

Human Development

Report

ARMM has the highest adult illiteracy rate in the

Philippines.

Illiteracy in ARMM, 18 years and above National Statistics Office, Labor Force Survey

38.4 % Of voters in ARMM are

illiterate 800,000

Literate

500,000

Illiterate

When literacy is in association with learning about the world, it is likely to promote intercultural understanding, tolerance and

respect.

education- and particularly education for the peaceful resolution of conflict- is considered to be one of the eight pillars for enabling a

culture of peace.

UNESCO

“Adult Literacy is the fertilizer needed for

development and democracy to take root and grow. It

is the invisible ingredient in any successful

strategy of eradicating poverty and achieving

gender equality.”

UN International Benchmarks on

Adult Literacy, 2006

Our Mission

We teach adults to read, write, compute and comprehend

To foster peace and prosperity

Phono-syllabic Method Mother Tongue Based Culture Sensitive Made for Adults Peace and Development Oriented Themes Our Teaching Method

1966 – 1996: expanded

throughout the Philippines.

1991: Magbassa Kita

Foundation Inc (MKFI)

established

2010 - present: MKFI

focused on ARMM

A Sustainable Solution

Peace and Inclusive Growth

Inclusive growth breaks the cycle of poverty,

marginalization and conflict.

Peace is a requisite for economic growth Over half a million illiterate adults in ARMM are not yet

able to seize these new opportunities

While business, investments and development are key

to peace. But lasting peace depends on inclusive growth

LIPAD Literacy for Peace and Development (2010-2014)

We are building the foundation for peace and

inclusive

growth through literacy

Literacy

Ability to read, write, compute and comprehend

Social Welfare Political Transition Social Interventions

Genuine Autonomy

“Now, I’m more confident in participating

in the Bangsamoro transition process”

MILF Field Commander Asli

Michael teaches literacy to his fellow

Muslims to help liberate them from

poverty.

MNLF Commander Michael

Ustadza Saida Manalampang is a madrasah

teacher, fluent in Arabic, who aspires

to be a DEPED ALIVE teacher. Her

application was rejected because she

cannot read and write in the Roman

script. She enrolled in LIPAD and is

now more confident about her chances to

be a substitute ALIVE teacher.

Adult learners of Barangay Bantayao, Lumba Bayabao organized feeding

programs, cleanliness drive as well as study groups to help their

fellow learners who have difficulties in class.

Achievements (2011-2014)

2011 to 2013 by the Numbers

820 731 57 63,751

MALE

FEMALE

19% 24% 39%

81% 76% 61%

Trainers Graduates Facilitators Barangays

820 731 57 63,751

Basilan

Trainers Graduates Facilitators Barangays

Lanao

Maguindanao

Sulu

Tawi-tawi

13,545 174 12

158

12,797 156 12

235

12,678 217 9

135

12,573 129 12

138

12,158 135 12

65

Islam-based Peace Education

Peace Education

• Peace Education, by creating a culture of peace,

complements political settlements of conflict

• “…education about the values, attitudes, modes of behavior, and ways of life that can enable them to resolve any dispute peacefully and in a spirit of respect for human dignity and of tolerance and nondiscrimination

(53/243, UN Declaration and Program of Action on a Culture of Peace)

Islamic Peace Education

• Christian universities and csos: peace education/conflict resolution/dialogue

• Madrasah and Muslim csos?

• need for peace education that captures the values and ideals of Islam as a religion of peace.

Islamic Model for Peace Education: Objectives

1.Develop an indigenous peace education curriculum deriving from authentic Islamic values and Bangsamoro cultural traditions.

2.Institutionalize peace education within the existing faith structures of Bangsamoro, especially madrasahs and mosques.

3.Strengthen Islamic religious institutions and leaders to play an active role in the management of conflicts and peaceful development of civil society.

Islamic Model for Peace Education: Principles

1) Holism where issues of peace, rights and justice are explained through their foundations in the religion;

2) Centrality of values formation, where justice, compassion, caring for life, spirituality, and active non-violence are promoted;

3) Dialogue through active teaching and learning strategies, and

4) Conscientious reflection, where the active and critical consciousness of learners is formed,

Chapter I - Foundations of Peace

Lessons: Understanding Peace; Allah as God of Peace;

The Qur’an as Message of Peace; The Prophet as Messenger of Peace ; A Muslim as Advocate of Peace

Salam Peace be with you Shalom

Chapter II – Stewardship and Accountability

Lessons: The Place of Man in Allah’s Creation;Man as Servant of Allah; Man as Khalifah; Protecting the Environment; Conserving Natural Resources

Man as Steward and Trustee on Earth

And do not do mischief on the earth, after it has been set in order, and invoke Him with fear and hope. Surely, Allah’s Mercy is (ever) near unto the good‐doers. (Glorious Qur’an, Al‐A’raf: 56)

Prophet Muhammad (s.a.w.) said:

The world is green and pleasant thing. Allah has left you in charge of it (mustakhlifukum fiiha) and looks at how you behave.

All the creatures are God’s dependants, and the most beloved to God, among them, is he who does good to God’s dependents.

Chapter III – Rights and Responsibilities

Lessons: Understanding Rights and Responsibilities towards the Family; towards Fellow Humans; of Women; of Children

Chapter IV – Democracy, Justice and Governance

Lessons: Understanding Democracy; Justice; Good Governance and People’s Participation; Public Transparency and Accountability

Chapter V – Conflict, Violence and Conflict Resolution Lessons: Understanding Conflict and Violence; Factors Leading to Conflict; Approaches to Conflict Resolution; Children in Conflict; Impact of Conflict and Violence to Women

Chapter VI – Leadership in Islam

Lessons: Islamic Perspective of Leadership; What makes a Good Leader?; Responsibilities of a Leader; Selection of a Leader; Cultural Context of Leadership

Chapter VII – Jihad and Peace

Lesson 1 – Understanding Jihad Lesson 2 – Levels and Manifestations of Jihad

Lesson 3 – Jihad of the Worldly Life

Lesson 4 – Jihad of Heart and Emotions

Lesson 5 – Jihad as an Instrument of Peace

International Workshop on Islamic Peace Education

• Held from June 27 to July 1, 2010 at the Waterfront Hotel in Davao City

• PCID convened 27 practitioners from Afghanistan, Bangladesh, Indonesia, Iraq, Pakistan, Philippines, Singapore, Thailand, United Kingdom, and the United States

Moving Forward

Develop post-literacy materials based on the Islamic peace education manual

Expand LIPAD to assist in the transition of the ARMM communities to the new political entity, the Bangsamoro. TARGET: at least 500,000 citizens need to be empowered

SHUKRAN!!!! THANK YOU!!!